Problems in Teaching Listening To Libyan 3rd Year Secondary School Students

Problems in Teaching Listening to Libyan 3rd
Year Secondary School Students

( Assaba Area )
‫وليد الضاوي المشرقي‬. ‫أ‬

‫عبد المجيد امحمد المقطف‬. ‫أ‬
‫كلية اآلداب‬
‫االصابعة جامعة غريان‬
‫م‬2021 ‫مجلة المنارة العدد الرابع يونيو‬ Problems in Teaching Listening
Abstract
Although listening skill plays a significant role in daily communication and
education process in teaching English , listening subject has long been neglected
in second language teaching. This study aims to explore problems, difficulties
and barriers in teaching listening to Libyan students in our case study Alassaba
area, 3rd year secondary science school, Mosab Ben Omer Secondary School
and Omer Ben Alkhtab Secondary school. The participants of our study were 5
teachers. Classroom observation and teacher’s interview are used for data
collection. It is found that all teachers were using grammar translation method
in teaching listening. Most classes were uncomfortable learning atmosphere,
beside the absence of technology which used and facilitate teaching listening.
The findings based on data analysis and discussion may be of a great
significance to find solutions for these problems and improving the way of
teaching listening.
252
‫مجلة المنارة العدد الرابع يونيو ‪2021‬م‬ ‫‪Problems in Teaching Listening‬‬
‫الملخص‬
‫تلعب مهارة االستماع دورا مهما في التعلم والتواصل ‪,‬وبالرغم من ذلك‪ ,‬فان مادة االستماع لم تحض‬
‫باالهتمام الالزم لتدريس اللغة االنجليزية‪ .‬و تهدف هذه الدراسة للكشف عن المشاكل والصعوبات‬
‫والعوائق في تدريس مادة االستماع للطالب الليبيين للمرحلة الثانوية في قسمها العلمي في منطقة‬
‫االصابعة في مدرستي مصعب بن عمير الثانوية ومدرسة عمر بن الخطاب الثانوية‪ .‬لقد كان المشاركين‬
‫في هذا البحث ‪ 5‬مدرسين‪ .‬واستخدم في جمع البيانات المشاهدة الفصلية ( المالحظة داخل الفصل‬
‫الدراسي ) و مقابلة مع المعلمين‪ .‬حيث وجد إن كل المعلمين استخدموا الطريقة التقليدية في تدريس مادة‬
‫االستماع ولقد كان المناخ التعليمي غير مريح في جل الفصول بجانب غياب التكنولوجيا التي تسهل‬
‫تدريس مادة االستماع‪ ,‬هذه النتائج لها دور كبير في أيجاد الحلول وتطوير طريقة تدريس مادة االستماع‪.‬‬
‫‪253‬‬
1.1.Backgruond of the study
English language has four skills: listening, speaking, reading and writing.
The first skill that humans acquire is listening. Listening plays an essential
function in second language teaching for several reasons ( Rost, 1994 ).
Listening is a necessary part of the communication process and not only helps
you to understand what people are saying, it also helps you to speak clearly,
although it hasn’t been given much focus as reading and writing in teaching.
Rost, (1994 ) Points out , that listening is vital in the language classroom
because it proves input for the learner without understanding input at the right
level, any learning simply cannot begin. Thus listening is fundamental to speak.
It is clearly that listening is very important skill in learning and acquiring a
second language.
1.2. Statement of Problem.
The problem noticed to be discussed is that Libyan students of 3rd year
secondary schools face a number of difficulties in learning listening skills.
These difficulties are due to the deletion of the listening lesson by teachers.
This deletion is due to lack of modern labs in schools and using of incorrect
methodology for teaching listening.
254
1.3. Research question
The study aims to answer the following question:-
1.What is the method that teachers use in teaching listening?
2.What are the problems of teaching listening subject?
1.4 . The objective of the Study
This study will explore problems, difficulties and barriers in teaching listening
to Libyan students in the case study Mosab Ben Omaer secondary school, 3rd
year and Omer Ben Alkhtab Secondary school. The study could help second
language teachers to realize that mastery of a language rests on the ability to
listen well.
1.5. Significance of the Study
The outcome of the research will point out to the main problems in the field of
teaching listening. This of course will help teachers in using appropriate ways in
teaching listening and reduce barriers that face students in learning listening.
Moreover, showing how the technology is essential in teaching listening.
1.6. The limitation of the Study
1.It is limited to the Secondary school students .
2.It is limited to and aimed at listening .
255
3. Location: - Secondary school, Mosab Ben Omer Secondary School and Omer
Ben Alkhtab Secondary school .
4. Time: - The study is limited at secondary school (2019-2020) in first term.
1.7.Methodology
1.7.1Participants
The participants are five English language teachers ; one is male and the others
are females. Only one teacher has high diploma and the rest have bachelor of
arts degree in teaching English. All teachers have long experience in teaching,
except one , has only one year experience.
The participants of the study are from Mosab Ben Omer secondary school and
Omer Ben Alkhtab Secondary school ; third year science branch
The second data gathering instrument that employed in this study is interview
with English language teachers. It consisted of ten open-ended questions. The
purpose of this interview is to obtain data about the ability of using equipment,
that facilitate teaching listening and if they are available in their schools. In
addition of asking other questions concerning other problems that they face
teaching listening.
256
1.7.2. Data Collection
The data will be obtained through the classroom observation and the interview.
The observation will be in listening class that will take 40 minutes, the
procedure which will be 10 issues are prepared carefully to get ideas about how
do teachers teach and how they use materials which are available in the class
and writing down comments on them. In addition, watching the climate in the
classroom; how students feel and how they interact.
Interview will be with five teachers, they will be asked eight question directly
face to face.
1.8.Apprevation
L1 = Mother tongue language
CD = Computer Disc
2.Literature Review
2.1. Definitions of Listening Skill
Listening is capability to recognize the verbal language of native speakers.
Mendelsohn (1994) listening skill is obviously important since first of all, a
good speaker needs to be a good listener. According to Etman & Nur Ziadi
(2009) “ Listening is the basic for the development of all other skills and the
main channel thorough which the student makes initial contact with the target
language and its culture.”

257
Underwood (1989) simplified the definition of listening process of receiving
what the speaker actually says. Listening isn’t just hear; it is thoughtful the
sense behind voices ( Foresth, 1996 )
Rost (1990 ) listening skill is essential in classroom as it gives input for students
without understanding input learning process won’t happen, that is why
listening is important. Listening is also important for obtaining comprehensible
input that is necessary for language development.
2.2. Strategies for Listening Skill
Listening is an active process for constructing meaning in which two kinds of
processes are involved simultaneously: bottom-up and top-down strategy
(Richards1990) explains these two strategies. Listening successfully requiring
making use of both top-down and bottom-up processing skill.
2.2.1. Bottom up processing
It is like reading, learners utilize their linguistics knowledge to identify
linguistic elements in an order from the smallest linguistic unit like phonemes (
bottom ) to the largest one like complete texts ( top ). They link the smaller
units of the language together to form the larger parts and it’s a linear process
where meaning is derived automatically at the last stage. It is absolutely that
bottom- up rely on the sounds, words and grammar in the message in order to
258
create meaning. This strategy is the use of knowledge about the language
system.
2.2.2. Top-down process
On the other hand, top-down process refers to the use of background
knowledge in understanding the meaning of a message. Background knowledge
may take several forms. It may be previous knowledge about the topic
discourse, it may be situational or contextual knowledge, or it may be
knowledge stored in long-term memory in the form of "script" plans about the
overall structure of events and the relationships between them.
As Vandergrift ( 1999 ) state strategy improvement is essential for listening
because it can direct students. And also he mentioned the differences between
Top-down process and Bottom-up process as that Top-down process can clearly
see the information as you are close to the lesson whereas Bottom- up can give
you landscape view to the lesson.
Top-down process and Bottom-up process have an important role in improving
listening skill as ( Bacon,S. 1989) stated that the best realize of listening
passage happen when Top-down and Bottom-up are used.
259
2.3.Framework of listening activities
According to Field (2005) The basic framework on which you can construct a
listening lesson can be divided into three main stages.
• Pre-listening, during which it help students prepare to listen.
• While listening, during which it helps to focus their attention on the listening
text and guide the development of their understanding of it.
• Post-listening, during which it helps students integrate what they have learnt
from the text into their existing knowledge.
2.3.1.Pre-listening
There are certain goals that should be achieved before students attempt to listen
to any text. These are motivation and contextualization
• Motivation
It is quite important that before listening students are motivated to listen, so you
should try to select a text that they will find interesting and then design tasks
that will motivate your students' interest.
• Contextualization
When we listen in our everyday lives we hear language within its natural
environment, and that environment gives us a huge amount of information about
the linguistic content we are likely to hear. Listening to a tape recording in a
classroom is a very unnatural process. The text has been taken from its original
260
environment and we need to design tasks that will help students to contextualize
the listening and access their existing knowledge and expectations to help them
understand the text.
2.3.2. While Listening
When we listen to something in our everyday lives we do so for a reason.
Students need a reason to listen that will focus their attention. For our students
to really develop their listening skills they will need to listen a number of times
- three or four usually works quite well - as I've found that the first time many
students listen to a text they are nervous and have to tune in to accents and the
speed at which the people are speaking.
Ideally the listening tasks we design for them should guide them through the
text and should be graded so that the first listening task they do is quite easy and
helps them to get a general understanding of the text. Sometimes a single
question at this stage will be enough, not putting the students under too much
pressure.
The second task for the second time students listen should demand a greater and
more detailed understanding of the text. Make sure that the task doesn't demand
too much of a response. Writing long responses as they listen can be very
demanding and is a separate skill in itself, so keep the tasks to single words, or
some sort of graphical response.
261
The third listening task could just be a matter of checking their own answers
from the second task or could lead students towards some more subtle
interpretations of the text.
Listening to a foreign language is a very intensive and demanding activity and
for this reason it's very important that students should have 'breathing' or
'thinking' space between listening. It usually gets students to compare their
answers between listening as this gives them the chance not only to have a
break from the listening, but also to check their understanding with a peer and
so reconsider before listening again.
2.3.3Post-listening
There are two common forms that post-listening tasks can take. These are
reactions to the content of the text, and analysis of the linguistic features used to
express the content.
• Reaction to the text
Of these two tasks that focus students reaction to the content are most
important. Again this is something that we naturally do in our everyday lives.
Because we listen for a reason, there is generally a following reaction. This
could be discussion as a response to what we've heard - do they agree or
262
disagree or even believe what they have heard? - or it could be some kind of
reuse of the information they have heard.
• Analysis of language
The second of these two post-listening task types involves focusing students on
linguistic features of the text. This is important in terms of developing their
knowledge of language, but less so in terms of developing students' listening
skills. It could take the form of an analysis of verb forms from a script of the
listening text or vocabulary or collocation work.
2.4.Previous Studies
2.4.1. Difficulties Faced Libyan Students in Learning and Teaching 4 Skills
The researcher ( Shogmani ) 2015 summed up listening problems in his research
paper as following
1- The audio tapes were not available for use.
2- No use of teaching aids in teaching listening.
3- Most of the schools lacked facilities such as recorder machines and
electricity supplies in class.
4- The time devoted to listening activities was not sufficient.
5-Teachers at the secondary level made no use for the authentic language in
teaching listening comprehension.
263
6- Most teachers did not prepare materials for teaching listening comprehension
in advance.
7-Teachers could not vary activities to suit their student level and interest.
8-Teachers did not teach their students how to monitor their listening
comprehension through guessing predicting, eliciting and interacting.
9-Teachers did not prepare any evaluation tasks for listening comprehension.
10-Teachers did not involve listening comprehension in exams.
2.4.2 Teaching English in Libya: Reflective Views
( Jamal M Giaber 2014 ) mentioned in his research paper about DEVELOPING
MATERIALS FOR TEACHING LISTENING as following; the three materials
development principles suggested by Joan Morley; namely, relevance,
transferability/applicability and task orientation, are very important for
maximizing the effectiveness of listening experiences; especially in making
choices regarding language content and language outcomes. These principles
address two significant aspects of the listening teaching process: the way
information is presented within the listening instructional materials and the way
it is put to use in the classroom and in real life .The three principles can be
applied successfully in selecting or designing listening materials for teaching
English as a foreign language to Libyan students of English.
264
3.Data Collection
The following tables show summary of data collection which will be detailed in data
analysis the 4th section
3.1.Teacher’s interview ( see Appendix A )
Teacher Summary of answers
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Teacher1 No use of Encourage No Don’t No School No Having Skip Educational
technology students and training know listening management preparation many listening inspector
motivate them and the equipment is the for lesson problems didn’t ask
developing name of responsible in about
programs method for absence teaching skipping
which of listening listening listening
use in equipment lessons
teaching
listening
Teacher2 No use of No No Don’t No School Prepare Having Skip Educational
technology encouragement training know listening management lesson many listening inspector
and the equipment is the problems didn’t ask
teaching
listening
Teacher3 Use Encourage No Don’t CD audio School Prepare Having Teaching Educational
technology students and training know player management lesson many listening inspector
motivate them and the is the problems didn’t ask
teaching
listening
Teacher4 No use of Encourage No Don’t No School No Having Skip Educational
technology students and training know listening management preparation many listening inspector
motivate them and the equipment is the for lesson problems didn’t ask
teaching
listening
Teacher5 Use Encourage No Don’t No School Prepare Having Teaching Educational
technology students and training know listening management lesson many listening inspector
motivate them and the equipment is the problems didn’t ask
teaching
listening
265
3.2.Classroom observation. ( see Appendix B )
Class Summary of answers
Issue1 Issue2 Issue3 Issue4 Issue5 Issue6 Issue7 Issue8 Issue9
Class1 No Class centered Teacher Problems No use of Teacher No Shape of pairs No

teacher/L1/list in listening didn’t interaction /Uncomfortable
of words in understan framework check
black board ding activities
Little lesson
attention to
pronunciation
Class2 yes Class centered Teacher Problems No use of Teacher No Shape of pairs No
Little lesson
attention to
pronunciation
Class3 yes Class centered CD Quite Using Teacher There is Shape of pairs Encourage
teacher/L1/list audio good listening checked interaction /Uncomfortable
of words in player No major framework
black board problems activities
Little
attention to
pronunciation

Little lesson
attention to
pronunciation

Little lesson
attention to
pronunciation
4. Data Analysis
4.1.Teacher’s Interview
Data attained from teacher’s interview, are analyzed as follows:
266
In the first question, it’s found that the majority of respondents don’t use
technology to enhance teaching listening. On the other hand, a very few
teachers use technology in their teaching listening.
From the question two, it’s found that the most correspondents encourage and
motivate their students to learn listening.
Question three, showed that all teachers haven’t any kind of training which
develop their teaching ways.
It can be seen, that all answers from question four around steps, procedures and
some techniques about their ways of teaching listening instead of naming the
method that they use.
Question five indicated that there aren’t technology resources available.
Otherwise, Only one teacher said that the school had old cassette.
According to teachers in question six, all agree that the absence of technology is
the responsibility of school management.
teachers said in question seven, that they made preparation for lesson in their
homes. Meanwhile others said no.
Question eight, showed that all teachers had various problems in teaching
listening. They suffered from the lack of labs and equipment such as modern
audio players that facilitate teaching listening.
267
Question nine indicated that the most respondents skipped listening lessons
except two teachers they taught listening.
last question showed that all teachers did not ask about skipping listening
lessons from educational inspector.
4.2.Classroom Observation.
A number of issues are taken in concern to be observed and analyzed as
follows:
The 1st issue was “ do teacher build comfortable learning atmosphere in class “
the observation took in the 1st class indicated that, there was no any sort of
comfortable learning as noticed that from teacher’s behavior with students. The
atmosphere was stressed.
The observation indicated in the 2nd and 3rd classes that the teachers made
comfortable climate in the class and that was clearly from their friendly way.
On the other hand, teachers of the 4th and 5th classes didn’t make any type of
comfortable learning climate in their classes.
In the 2nd issue which was “ What is the method that teacher adopted in teaching
listening lesson” the observation took in all classes indicated that the teachers
used grammatical translation method which was clearly from the procedures
and techniques that they used in teaching listening.
268
In the issue number 3 which consisted of two parts “Where does listening
material come from ? CD Audio player , louder speaker or teacher and how it’s
equity “ it is observed that in the four classes, the teacher uttered the material
except one teacher who used CD audio player. The quality of teachers speech
was bad because they had many mistakes in pronunciation and the quality of
CD player was poor due to the problems in louder speakers.
In the 4th issue which was “ do students have problems in understanding
listening texts “ it is noticed that the majority of students in all classes had
problems in understanding. They asked about the meaning of words and they
didn’t answer teachers’ questions.
In the 5th issue which was “ do teachers make pre-listening, while-listening and
after- listening” the observation showed only one teacher did these activities.
Oppositely the other classes indicated that teachers did not do these activates.
The 6th issue that was “ How do teachers ensure that students understand
listening lesson” the observation took place in all classes indicated that only one
teacher made sure when she ended the lesson by asking some questions which
are already available in the book. The rest of classes which observed, teachers
didn’t do any kind of evaluation to make sure that students understand the
lesson.
269
In the issue 7 which was “ do students interact with the lesson” the observation
th
showed that only one class interacted but in the other classes there hadn’t
interaction.
In the 8th issue which was composed of three parts, the first part “ the
description of seating arrangement “ second “ are students listening well “ and
finally “ How do they feel “ the observation indicated in all classroom sitting is
in the shape of pairs.
The feeling of students was uncomfortable that was clearly from their behavior;
they always ask teacher to loud his voice from those who sit in the back of
class.
In the last issue which was “Does teacher encourage students to participate ? “
the observation showed that only one teacher encouraged students and pushed
them to interact. Meanwhile, the other teachers didn’t encourage their students
for participating.
5.Discussion
Although it’s known that Grammar Translation Method isn’t used for teaching
listening because it has little attention to listening, it was noticed from
classroom observation and teachers’ interview that teachers used it in their
teaching listening.
270
After analysis of data, many problems regarding teaching listening have been
identified. This section aims to present results and data analysis in order to
answer the research questions.
In first research question (What is the method that teachers use in teaching
listening) ?This obtain from the two instrument ( teacher interview ) and (?
Classroom observation ).
It’s find that all teachers are using grammar translation method in their teaching
listening lessons by using it’s principle, techniques and procedures ( mother
tongue language , list of words in the board for memorization , the class is
teacher centered and all interaction is from teacher to students ) instead if
using Bottom-up process and up-down process which goes with teaching
listening
It’s find that the educational inspector don’t visit teachers in their schools. This
courage them to continue in this method.
Lacking of training programs and refresh courses that have an essential role in
developing teacher’ way of teaching led to weak teachers.
In second research question which was What problems that students face in
listening classes? Answers to this question are obtained from second instrument
( classroom observation )
271
It was noticed that the majority of students suffered from stressful learning
atmosphere in the classroom that was created by the teacher behavior.
It was noticed that most students are passive listeners, they didn’t participate in
any activity in the class due to the way of teaching that teacher adopted in the
class ( Teacher is everything in the class ) .
Absence of technology like language lab, cassette and CD audio players made
teachers to speak instead of these technology sources which lead students not to
exposure to native language speakers.
6.Conclusion
6.1.Findings
This study is done in the hope of finding out the problems of teaching listening
to Libyan 3rd year secondary school students in Alasab’a area.
Research results allowed us to findings which were from observation of the five
classes and interview their English language teachers who teach listening. It is
found that all teachers used grammar translation method in teaching listening
which was clearly from techniques, principles and the style of teaching. The
goal of grammar translation method is to enable learners to read and translate
literature and not develop listening skill.
All respondents ( teachers ) did not take any refresh course in order to develop
their English language teaching. In addition, all schools are lacking of facilities
272
( language lab, Audio DVD Player ) which play an essential role in teaching
listening thus students need to listen to native speakers. All listening lessons are
supported with dialogues, lectures, radio programmers and stories all takers
here are native speakers so students will lose the opportunities of exposure to
native language.
The learning atmosphere is stressful in the classes which observed. It is another
problem in teaching listening to Libyan secondary schools because when there
is high anxiety, the learning process will decrease and when there is low anxiety
, the learning process will increase.
6.2.Recommendation
• Teachers should take English language teaching methodology refresh
courses.
• The administrators of education should supply schools with equipment
that facilities and enhance teaching listening.
• Teachers should create a type of friendly way with students in order to
build comfortable learning atmosphere in the classroom.
6.3.Recommendation for future research
• The present study needs to be carried out with large sample because the
sample of the study was small to generalize an over conclusion.
273
• Further research needs to be conducted with more comprehensive
samples including the primary, secondary and preparatory levels in order
to get a complete picture of the problem.
Reference
( Bacon,S. 1989) Listening for real in the second language classroom. Foreign
language Annals.
Etman, D. & Zaida, ( 2009). Teaching Listening. Jakarta: Center for
Development and Empowerment of Language and Education Personnel.
Foresth (1996) Methodology Handbook for English Teachers. English language
institute . America.
Field,J. (2005) “ The challenging face of listening in methodology in language
teaching” Cambridge University Press.
Jamal M Giaber (2014) Teaching English in Libya: Reflective Views
International Journal on Studies in English Language and Literature. Volume 2,
Issue 8, August 2014, PP 32-39
Mendleson,D.J. ( 1994) Learning to listen : A strategy-based approach for the
second language learner. San Deigo. Dominie Press.
Rost. (1990) Listening in language learning. London. Longman.
Richards, J. C. (1990). The language teaching matrix Cambridge, U.K.: Cambridge
University Press.
274
Shogmani (2015) Difficulties Faced Libyan Students in Learning and Teaching
4 Skills The International Journal for Research in Education started.Volume 4,
Issue 2 ,October 2015,PP 18-22
Underwood (1989). Teaching Listening. New York. Longman.
Vandergrift ( 1999 ) Facilitating second language listening comprehension. ELT
Journal, 53,168-176.
Appendix A
Teachers’ interview
1-How do you use technology to enhance teaching listening?
2-How do you encourage students to learn listening skill?
3-What have you read/ studied recently that led to develop your teaching
methodology?
4-Describe the teaching method , techniques or strategies that you are using in
teaching listening?
5-What are technology recourses are available in your school?
6-In terms of absence teaching listening facilities, where do you see the problem, is it
in school management?
7-Do you use any prepare listening lesson before giving a lesson ?
275
8-Do you have any problems in teaching listening ? If the answer yes what are these
problems?
9- Do you skip listening lessons ? If the answer yes why?
10-Does the educational inspector asked you about skipping listening lessons?
Appendix B
Classroom Observation
Data_______________________________________________________________
Class_______________________________________________________________
lesson_____________________________________________________
Issue Comment
Do teacher build comfortable learner
atmosphere in the class
What is the method that teacher adopt ?
Where does listening come from ? CD
Audio player , louder speaker or teacher
and how it’s equity
Do students have any problems in
understanding text ( audio material )?
Do teacher follow frame work activates;
pre-listening ,while –listening and after-
276
listening ?
How do teacher ensure that students
understand the listening lesson?
Do students interact with lesson?
Describing students ‘seating
arrangement and are they listen well and
how they feel?
Does teacher encourage students to
participate ?
277

Problems in Teaching Listening To Libyan 3rd Year Secondary School Students

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Problems in Teaching Listening To Libyan 3rd Year Secondary School Students

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Problems in Teaching Listening to Libyan 3rd

Year Secondary School Students

‫وليد الضاوي المشرقي‬. ‫أ‬

Although listening skill plays a significant role in daily communication and

in second language teaching. This study aims to explore problems, difficulties

in teaching listening. Most classes were uncomfortable learning atmosphere,

The findings based on data analysis and discussion may be of a great

1.1.Backgruond of the study

function in second language teaching for several reasons ( Rost, 1994 ).

It is clearly that listening is very important skill in learning and acquiring a

1.2. Statement of Problem.

The problem noticed to be discussed is that Libyan students of 3rd year

secondary schools face a number of difficulties in learning listening skills.

methodology for teaching listening.

The study aims to answer the following question:-

1.What is the method that teachers use in teaching listening?

2.What are the problems of teaching listening subject?

1.4 . The objective of the Study

language teachers to realize that mastery of a language rests on the ability to

1.5. Significance of the Study

Moreover, showing how the technology is essential in teaching listening.

1.6. The limitation of the Study

1.It is limited to the Secondary school students .

2.It is limited to and aimed at listening .

Ben Alkhtab Secondary school .

4. Time: - The study is limited at secondary school (2019-2020) in first term.

except one , has only one year experience.

Omer Ben Alkhtab Secondary school ; third year science branch

with English language teachers. It consisted of ten open-ended questions. The

classroom; how students feel and how they interact.

L1 = Mother tongue language

2.1. Definitions of Listening Skill

Listening is capability to recognize the verbal language of native speakers.

Mendelsohn (1994) listening skill is obviously important since first of all, a

language and its culture.”

sense behind voices ( Foresth, 1996 )

without understanding input learning process won’t happen, that is why

listening is important. Listening is also important for obtaining comprehensible

input that is necessary for language development.

2.2. Strategies for Listening Skill

Listening is an active process for constructing meaning in which two kinds of

processes are involved simultaneously: bottom-up and top-down strategy

(Richards1990) explains these two strategies. Listening successfully requiring

making use of both top-down and bottom-up processing skill.

2.2.1. Bottom up processing

It is like reading, learners utilize their linguistics knowledge to identify

where meaning is derived automatically at the last stage. It is absolutely that

2.2.2. Top-down process

On the other hand, top-down process refers to the use of background

knowledge in understanding the meaning of a message. Background knowledge

discourse, it may be situational or contextual knowledge, or it may be

overall structure of events and the relationships between them.

As Vandergrift ( 1999 ) state strategy improvement is essential for listening

you landscape view to the lesson.

Top-down process and Bottom-up process have an important role in improving

passage happen when Top-down and Bottom-up are used.

listening lesson can be divided into three main stages.

• Pre-listening, during which it help students prepare to listen.

text and guide the development of their understanding of it.

from the text into their existing knowledge.

to any text. These are motivation and contextualization

that will motivate your students' interest.

environment, and that environment gives us a huge amount of information about